Monica Sheets EDU 310 Dr. Rivard 24 October 2011 1. Kowalski, Kathiann M. "Friend Me." Current Health 2 36.

7 Mar. (2010): 23 pars. Wilson Web. Web. 25 Sept. 2011. This article points out that most of peoples online friends are friends they have in real life. 60% of todays teens in the United States use social networking sites. A positive effect of social networking that is cited is that it closes geographic gaps and lets you stay connected with people you cannot see in person. The example given is Eric stays in touch with his brother who is stationed in Germany through social networking sites. Writing things out on the computer may help you express yourself and find other people in the world who have had similar experiences is another positive of social networking. The fact that social networking students to be able to reach their own social group easily and announce things like drop-in hockey games is another positive. The comments and messages online can be a socially powerful way of acknowledging other people. The article does warn about the dangers and gives suggestions for online safety. Students need to remember that nothing is really private online and that students have to be considerate of all their friends and all the contexts in which their posts can be interpreted. Your online behavior should also match your in person behavior, so dont comment or say things that is outside your norm. Be deliberate and careful with who has access to your information and do not be afraid to block other users. It is also important to keep social networking use in moderation so that studying and other activities do not slide. 2. Hull, Glynda A., and Amy Stornaluolo. "Literate Arts in a Global World: Reframing Social Networking as Cosmopolitan Practice." Journal of Adolescent & Adult Literacy 54.2 Oct. (2010): 85`-97. Wilson Web. Web. 25 Sept. 2011. Internet social networks are leading mediums for todays youth to maintain existing social ties, construct and experiment with multimodal representations of themselves, and create and exchange various types social capitol. Typically, social networks are used to maintain relationships that are primarily fostered in off-line contexts. One of the reasons social networks are such a powerful mode of self-presentation is because they allow self-representation to be done through multiple modes: text, color, video, and music ect. An obvious example of this is the design of a persons profile page. A profile page can be a powerful way to control what impression a student shows the world through their choice of profile picture, other images, and texts. Adolescents often create an online identity that both reveals and conceals different aspects of themselves depending on the audience. The question of what to reveal and what to keep private is often a fine line that adolescents tote as they decide who they are online and who they are in their face-to-face interactions. 3. Davies, Michelle R. "'Safe' social networking tailored for K-12 schools." Education Week 15 June 2011: s17. Academic OneFile. Web. 10 Oct. 2011.

Davies believes that social networking is a tool that educators should not ignore. She believes that social networking media can be a valuable tool to reaching all students because it is a way to engage students who are comfortable with that medium. There are networks out in the Internet that are designed specifically for learning purposes. Many of these sites are controlled environments and everything is visible, making it less of a dangerous fine line between teachers and students. When considering one of these alternative networking sites teachers consider the following: fees for the service, data collection on uses for advertisers, ownership of the material posted on the site. These sites however provide more security for whom the students can interact with: just the class, the school, or an entire district. These sites tend to encourage students to focus on academics rather than socializing, and their discussions on the site reflect reflect this face, making it a valuable resource. Gaggle, Epals, Edmondo, Echalk, Livemocha are all examples of these sites. Teachers should be wary of free sites because it is probably costing you something. It is important to check and see if the site has advertising, if it is collecting date on the users, and if the information posted belongs to the network, the user, or the school. 4. Harris, Christopher. "Friend Me?" School Library Journal 56.4 Apr. (2010): 16. Wilson Web. Web. 10 Oct. 2011. Teachers should be aware of guidelines on teacher-student interactions on social networks according to the Board of Education Policies of their school district. Some policies are vague on what is and is not acceptable while others very explicitly prohibit teachers from having personal communication with students that is not related to coursework or official school matters. An alternative to a personal profile is to have an organizational profile for the class or school. 5. Davies, Michelle R. "Social Networking Goes To School." The Education Digest 76.3 Nov. (2010): 14-19. Wilson Web. Web. 10 Oct. 2011. Social networking is not going to disappear anytime soon. A study done in 2010 found that 73% of American teenagers ages 12 to 17 use social networking websites. One of the positives of social networking cited is that social Media has helped students become more culturally engaged. There is a project called Around the World With 80 Schools that increases global awareness and gives students the chance to take on responsibility in the classroom. Certain jobs are given to certain students to encourage responsibility and engagement: some students are the photographer, some are fact checkers, some students come up with questions. Another project called Project K-Nect helps students struggling in math have access to help with algebra and allows other students to post videos solving linear equations. Davies also points out that social networking is also a professional development outlet for educators. Twitter, Edchats on Twitter, and Ning are all examples of social media platforms that are frequently utilized by educators to get new ideas and feel less isolated. 6. Karl, Katherine A., and Joy V. Peluchette. ""Friending" Professors, Parents, and Bosses: A Facebook Connection Conundrum." Journal of Education For Business 86.4 Apr. (2011): 214-22. Wilson Web. Web. 12 Oct. 2011. College students make up less than half of the Facebook user demographic, which means that more and more friend requests are coming from sources outside their network of friends. Faculty

professors find that asking students to be friends on Facebook to be a tricky situation. There is the potential for a strain on the professional student-teacher relationship and something that might upset the balance of power. Some studies have shown that students use of Facebook was more of a venting platform on the power relationship between students, faculty, and the university rather than for true educational purposes. It is interesting to note that in one case study however, most students felt that they were more likely to communicate with a member of faculty if they did have a Facebook profile. In another study, 2/3 of students surveyed found it completely acceptable for professors to have a Facebook profile. This particular study done by Karl and Peluchette found that students are more likely to feel uncomfortable with or out right ignore friend requests from professors they did not know or did not like. The implication of these results suggests that professors should be cautious and careful before seeking students to accept their friend requests. This study also suggests that it may be more appropriate to accept a friend request from a student rather than initiating the friend request. 7. Green, Tim, and Baynard Bailey. "Academic Uses of Facebook: Endless Possibilities or Endless Perils?" TechTrends 54.3 May (2010): 20-22. Wilson Web. Web. 12 Oct. 2011. The authors information comes from informal observations of student and instructor use of Facebook, discussions that they had with students and instructors, and their own exploration of Facebook. They discovered a few ways Facebook has been used for academic purposes: groups created to share homework/answers, study groups, groups to share club or organization information, academic program pages, instructor pages. The authors could not comment much on the groups to further learning like ones created to share answers or the study groups were often private and a user must be approved to join. The authors did find that the academic pages, instructor pages, or club pages were used more often to share pragmatic information about the programs the page was created to promote. 8. Hew, Khe Foon. "Students' and Teacher's Use of Facebook." Computers in Human Behavoir 27.2 Mar. (2011): 662-76. Wilson Web. Web. 17 Oct. 2011. This review identified nine motivations for the use of Facebook: 1)A way to maintain existing friendships 2) A way to connect to new people 3) Use for fun or pleasure 4) To pass time 5) To make oneself look more popular 6)To express whatever on the students mind 7)To connect to fellow classmates 8)A way to store and organize personal information about contacts 9) As a avenue for student activism. It was found that most students use Facebook for social purposes and with people that they already had an existing connection to, even if it was a weak connection. It is not common for students to use Facebook for educational purposes or as a way to meet entirely new people. The content that students post on Facebook tends to be honest and truthful and accurate representation of themselves. Students see Facebook as an tool that is used to remove themselves from studying. Its also important to note that studies have shown that most students have not encountered dangerous situations (stalking ect) on Facebook. 9. Cheung, Christy M., Pui-Yee Chiu, and Matthew M. Lee. "Online Social Networks: Why do students use Facebook?" Computers in Human Behavior 27.4 July (2011): 1337-43. Wilson Web. Web. 17 Oct. 2011.

This study found that social factors have the strongest impact on the use of Facebook, rather than identification, purposive value, or entertainment value. The strong influence of social factors on use of Facebook, suggests it is used to get instant communication and connection with friends. It is important to note that the objective of these sites is the connection with other people. The more highly perceived social presences the great likelihood for individuals to use a social networking site. Group norms also have a high influence on the use of Facebook between students. This is helpful for educators because studies have demonstrated that pathways to learning are shifting to a focus on active and group-oriented methods. The social presence of a student on these sites can potentially promote collaboration and working together. 10. Jackson, Camile. "Your Students Love Social Media . and So Can You." Teaching Tolerance Mar. 2011: 38-41. Wilson Web. Web. 17 Oct. 2011. It has been found by Danah Boyd that social networking has become part of social learning. Social networking can demonstrate skills they will need in their adult life like how status can influence a social group and how information is accessed in a community. Most researchers agree that existing social boundaries are translating online, and most teens are communicating with peers they already know. Christopher Lehmen points out that if schools do not acknowledge social medias presence in the world then it is yet another way for schools to seem irrelevant to children. Erica Robles found that social media can allow teachers to create a safer learning environment. Other teachers have found that social media can extend and simplify learning by allowing them to learn from experts from around the world as well as the teachers in their own school. It has also been discovered by Lehmann that when there is trust, students will often monitor each other and learn from one another naturally.